Studies in Graduate and Postdoctoral Education: Volume 15 Issue 2

Guest editorial: Revitalising the doctorate post-pandemic

Martin Gough, Richard Race

Graduate education and government policy in times of crisis: a case study of the United States during the COVID-19 pandemic

Karri Holley, Joretta Joseph

The purpose of this paper is to understand US federal government policy during the early stages of the COVID-19 pandemic and the connections to graduate education. Using the…

From rhetoric to reality: shaping doctoral education in China for global higher education

Juan Zhang, Xi Gao, Xi Hong, Hamish Coates

Although doctoral education has experienced substantial development in recent decades, it remains an elite, hence fragile, dimension of university policy and practice. This study…

Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development

Allyson Holbrook, Erika Spray, Rachel Burke, Kylie M. Shaw, Jayne Carruthers

Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to…

Living with the impact agenda – humanities academics negotiating and resisting the impact agenda as researchers and doctoral supervisors

Signe Skov, Søren Smedegaard Bengtsen

In Denmark, there has been, over decades, an intensified political focus on how humanities research and doctoral education contribute to society. In this vein, the notion of…

Decolonising doctoral education in an era of pandemic

Catherine Manathunga

The purpose of this paper is to investigate the impact of the COVID-19 pandemic on doctoral education. Pandemics throughout history have generated new educational theories and…